Abstract:
Teachers play a significant role in any community because they educate the youth who are the future leaders of their country (Aneja, 2014). The quality of education is linked to their level of job satisfaction (Demirtas, 2010). The present study focuses on the mediating role of mindfulness between e-work stress and job satisfaction in university teachers. Data was collected through a purposive sampling strategy, and the sample size was calculated through the G power (N=224). The research protocol included an E-work Scale (Javaid et al., 2022), The Teacher Satisfaction Scale (Ho & Au, 2006), and Mindful Attention and Awareness Scale (Brown & Ryan, 2003). Data were analyzed using SPSS 24. The findings reveal that ework was negatively correlated with mindfulness (r = -.59, p< .001) and job satisfaction (r =-.54, p< .001). Regression analysis shows that mindfulness positively predicts job satisfaction (ß = .08, p< .001), whereas e-work stress negatively predicts job satisfaction (ß = -.06, p< .001). Mindfulness was also found to be a significant mediator between e-work stress and job satisfaction. The finding suggests there is a dire need to enhance the level of mindfulness as well as job satisfaction in teachers which will ultimately reduce their e-work stress.
Keywords:
Job satisfaction
,
Mindfulness
,
University Teachers
,
Ework stress